Eighth Grade Nature, Concepts and Systems

(systems thinking, interactions, and design)


Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the history and progression of technology in relation to
the development and design of future technology

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Evaluation)
8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to the development and design of technology.
• Understand the roles of inventors and entrepreneurs
• Example - handheld multimedia devices
• Example - the development of the transistor
• Example - graphing calculator
Indicator 2: Students analyze the parts of a technological system in terms of input,
process, output, and feedback.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Analysis)
8.NC.2.1 Compare the effect one system has on another system
• Subsystem to subsystem
Example: Systems of the body
• Individual system to individual system
Example: Effect of human action on the environment
Example: 8.SI.2.1
Indicator 3: Students analyze the relationships and the connections between technologies
in different fields of study and how they apply to communities
.
Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Evaluation)
8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path.
Example: Understand complex technical information.
Example: Make a booklet of five technical skills required for a selected career.
Indicator 4: Students understand the purpose and demonstrate the use of the design
process in problem solving
.
Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Synthesis)
8.NC.4.1 Defend the design process in problem-solving activities.
Example: Analyze aspects of the manufacturing/scientific process through teacher provided case studies.

Eighth Grade Nature, Concepts and Systems

(systems thinking, interactions, and design)
Performance Descriptors

Advanced

Eighth grade students performing at the advanced level:

• Critique the contributions of individuals and institutions relating to future communication technologies.• Determine the effect of one system on another system and its
positive or negative effect.
• Map personal educational choices required to pursue a chosen
career path
• Evaluate the effectiveness of using the design process in problem
solving activities.
Proficient

Eighth grade students performing at the proficient level:

• Recognize the names and contributions of individuals andinstitutions important to the innovations of information andcommunication technologies
• Diagram the relationship of a subsystem to a subsystem
• Diagram the relationship of a system to a system.
• Evaluate technology education skills required to pursue a chosen
career path
• Integrate the design process in problem solving activities.
Basic

Eighth grade students performing at the basic level:

• Match individuals and institutions with accomplishments incommunication technologies.• Give examples of how systems affect each other.
• List the technology skills required to pursue a chosen career path.
• Give examples where the design process has been used in problem
solving activities.

Eighth Grade Social Interactions

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the safe, ethical, legal, and societal issues related to
technology.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Analysis)
8.SI.1.1 Outline the components and purpose of school acceptable usepolicies.
Example: Identify levels of rights and permissions
• Compare student to staff and school to school
Indicator 2: Students investigate the advantages and disadvantages of technology.
Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Analysis)
8.SI.2.1 Predict the effects that may result from society’s increasing reliance on technology
Example: Summarize the economic, social and political changes
Example: Social Studies 6.W.1.7
• Reflect on personal experiences with loss of technology services and distinguish longer term or greater scale issues.

Eighth Grade Social Interactions

Performance Descriptors
Advanced

Eighth grade students performing at the advanced level:

• Compare and contrast educational acceptable use policies withthose outside of a school setting.• Organize a presentation on the effects resulting from society’s
increasing reliance on technology.
Proficient

Eighth grade students performing at the proficient level:

• Identify levels of rights and permissions on a network.• Outline the components and purpose of an acceptable use policyand compare it to a similar policy.
• Distinguish the effects that may result from society’s increasing
reliance on technology.
Basic

Eighth grade students performing at the basic level:

• Understands the basic concept of an acceptable use policy.• Identify effects of society’s increasing reliance on technology.

Eighth Grade Information and Communication Tools

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students recognize and demonstrate skills in operating technological
systems.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Synthesis)
8.CT.1.1 Categorize the causes of routine hardware or software problems.
Example: Computer screen does not display through LCD projector.
• Internal/external device failure
• Virus and malware
• Improper use of equipment

Indicator 2: Students use technology to enhance learning, extend capability, and
promote creativity.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Evaluation)
8.CT.2.1 Recommend applications that could be extended to other situations.
Example: GIS for emergency services, transportation systems and design.
(Comprehension)
8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting
Example: WebCT, BlackBoard, Blogs, eboard, Web-based portals
(Synthesis)
8.CT.2.3 Incorporate the use of keyed technology into any learning environment.
Example: Create word processing document for course notes.
» Demonstrate touch-type at 30 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application
Indicator 3: Students evaluate and select information tools based on the appropriateness
to specific tasks.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Synthesis)
8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks.
Example: Students implement an online podcast or student newsletter to reach a varied audience.

Eighth Grade Information and Communication Tools

Performance Descriptors
Advanced

Eighth grade students performing at the advanced level:

• Apply corrective action to routine hardware and softwareproblems• Independently utilize more than one application to complete a
specific task.
• Differentiate between available virtual learning environments to
determine the most productive environment.
• Demonstrate a rate of more than 30 gwam with 2 or fewer errors
while using keyed technology in a learning environment.
• Instruct others in using strategies to apply new technologies to
task. (EX-Prepare a brochure of strategies to share with peers,
teachers, and others.)
Proficient

Eighth grade students performing at the proficient level:

• Categorize a variety of common computer problems as eitherhardware or software related.• Determine a secondary application that could be used to complete
a specific task
• Independently utilize virtual learning environments in a classroom
setting.
• Demonstrate a rate of at least 30 gwam with 2 or fewer errors
while using keyed technology in a learning environment
• Develop 3 strategies to apply new technologies to tasks.
Basic

Eighth grade students performing at the basic level:

• Construct a list of common computer problems.• Use a secondary application to complete a specific task if directedto do so.
• Use a virtual learning environment in a classroom setting if given
specific directions.
• Demonstrate a rate of at least 25 gwam with 2 or fewer errors
while using a keyed technology in a learning environment.
• Use a strategy to apply a new technology to a task

Eighth Grade Information and Communication Processes

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the purpose of information technologies to
communicate with a variety of collaborators.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Evaluation)
8.CP.1.1 Evaluate a variety of communication tools for effective and efficient collaboration.
Example: Choose between using a webcam and a closed-circuit studio.
Example: Choosing between Instant messaging/texting or making a voice phone call.
Indicator 2: Students exchange information and ideas for an identified purpose through
Information Technologies.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Synthesis)
8.CP.2.1 Integrate effective information technology to manage personal and education information.
Example: Create a personal portfolio or online journal to track
assignments, notes and other pertinent information. (Google Pages, Moodle and other collaborative environments).
Example: Posting information or media to the web cannot be “recalled” or taken back. Once data is disseminated, it is available somewhere, somehow for all time.
• Podcasts
• Streaming video
• Website

Eighth Grade Information and Communication Processes

Performance Descriptors
Advanced

Eighth grade students performing at the advanced level:

• Compare multiple current communication tools and how they maybe used in the future.• Evaluate the content of, as well as the process used, when using
communication tools such as email, chat, and blogs to send,
receive, and post information for personal and educational use.
Proficient

Eighth grade students performing at the proficient level:

• Compare three communication tools used to collaborate and evaluate the effectiveness of the process used.• Independently utilize communication tools such as email, chat,
and blogs to send, receive, and post information for both personal
and educational use.
Basic

Eighth grade students performing at the basic level:

• Describe how one communication tool is used for collaboration.• Use communication tools such as email and chat to send, receive,and post information when directed by a teacher.

Eighth Grade Information Literacy and Decision Making

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students use technology to locate and acquire information.

Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Synthesis)
8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task.
Example: For any given assignment, provide details on search
method/engine used, keywords and operators used.
Example: Design a plan for conducting a search of electronic sources for a given task.
Indicator 2: Students determine the reliability and relevancy of information.
Bloom’s Taxonomy
Level

Standard, Supporting Skills, and Examples
(Analysis)
8.IL.2.1 Analyze predetermined online sources for accuracy, relevance, comprehensiveness, and bias.
Example: Create a rubric to compare online sources.
Example: Analyze predetermined online sources for accuracy,
relevance, comprehensiveness and bias.

Eighth Grade Information Literacy and Decision Making

Performance Descriptors
Advanced

Eighth grade students performing at the advanced level:

• Anticipate the outcome of a search using a variety of electronicresources to determine which resource would be most productive.• Compare and contrast multiple online sources for accuracy,
relevance, comprehensiveness and bias.
Proficient

Eighth grade students performing at the proficient level:

• Design a plan for conducting a search for a given topic thatincludes which electronic resources to use and how to perform andeffective search.
• Compare and contrast 2 online sources for accuracy, relevance,
comprehensiveness and bias.
Basic

Eighth grade students performing at the basic level:

• Conduct a search for a given topic using a variety of electronicresources.• Compare and contrast 2 online sources for accuracy and relevance.

NATURE, CONCEPTS AND SYSTEMS

(SYSTEMS THINKING, INTERACTIONS, AND DESIGN)
6-8

Indicator 1: Students understand the history and progression of technology in
relation to the development and design of future technology.

Eighth Grade

8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to technology to understand that role in the development and design of technology. (Evaluation)
Indicator 2: Students analyze the parts of a technological system in terms of input,
process, output, and feedback.

    • Eighth Grade

8.NC.2.1 Compare the effect one system has on another system. (Analysis)
Indicator 3: Students analyze the relationships and the connections between
technologies in different fields of study and how they apply to communities.

    • Eighth Grade

8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path. (Evaluation)
Indicator 4: Students understand the purpose and demonstrate the use of the design
process in problem solving.

Eighth Grade

8.NC.4.1 Validate the design process in problem solving activities. (Synthesis)

SOCIAL INTERACTIONS


6-8


Indicator 1: Students understand the safe, ethical, legal, and societal issues related to
technology
.

Eighth Grade

8.SI.1.1 Outline the components and purpose of school acceptable use policies. (Analysis)
Indicator 2: Students investigate the advantages and disadvantages of technology.

Eighth Grade

8.SI.2.1 Distinguish the effects that may result from society’s increasing reliance on technology. (Analysis)

INFORMATION AND COMMUNICATION TOOLS


6-8


Indicator 1: Students recognize and demonstrate skills in operating technological
systems.

Eighth Grade

8.CT.1.1 Categorize the causes of routine hardware or software problems. (Synthesis)
Indicator 2: Students use technology to enhance learning, extend capability, and
promote creativity.

Eighth Grade

8.CT.2.1 Recommend applications that could be extended to other situations.
(Evaluation)
8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting. (Comprehension)
8.CT.2.3 Incorporate the use of keyed technology into any learning environment.
(Synthesis)
Indicator 3: Students evaluate and select information tools based on the appropriateness
to specific tasks.

Eighth Grade

8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks. (Synthesis)

INFORMATION AND COMMUNICATION PROCESSES

6-8


Indicator 1: Students understand the purpose of information technologies to
communicate with a variety of collaborators.

Eighth Grade

8.CP.1.1 Evaluate a variety of communication tools for effective and efficient
collaboration. (Evaluation)
8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies. (Evaluation)
Indicator 2: Students use a variety of technologies to exchange information and ideas for
an identified purpose.

Eighth Grade

8.CP.2.1 Integrate effective information technology to managing personal and
education information. (Synthesis)

INFORMATION LITERACY AND DECISION MAKING

6-8


Indicator 1: Students use technology to locate and acquire information.

Eighth Grade

8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task. (Synthesis)
Indicator 2: Students determine the reliability and relevancy of information.

Eighth Grade

8.IL.2.1 Compare and contrast online sources for accuracy, relevance, comprehensiveness and bias. (Evaluation)